Lesson Study

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LESSON STUDY:

Physics – Specific Heat Capacity

(Batangas State University Integrated School)

Lesson Study Goal: to develop enduring conceptual understanding of science concepts

through computer mediated activities

Conducted by:

Mr. Joni M. Albarico – Instructor

Ms. Marup de Guzman

Ms. Hanna Angela C. Eugenio

Ms. Jocylene P. Mendoza

Ms. Nepheline Khaye Karenn G. Perez

Submitted to:

Prof. Elenita Que

Assistant Professor at the UP College of Education,

Educational Technology Department.

EDUC 294, Computer Software in Education

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Date: NOVEMBER 15, 2014 (SATURDAY)

Grade: FOURTH YEAR HIGH SCHOOL

Period and Location: BATANGAS STATE UNIVERSITY, Integrated School

Instructor: Mr. JONI M. ALBARICO

I. Background information

A. Goal of the Lesson Study Group:

The group plans to conduct a lesson study on how to develop scientifically literate

students to analyze a phenomenon by discriminating empirical data aided with science

processes skills. It cannot be denied that most learners in a class are quite passive. They

only rely on the information handed on them. Most also haven’t developed the

confidence to express the results of a scientific observation. Some are very reluctant in

communicating themselves. Despite this scenario, there are some who can fully express

themselves in writing.

It was observed that there is obviously a gap between the group’s aspiration and

the reality on the students’ performance. Maybe, it was not put into practice in their

previous science classes to conduct experiments and discover a phenomenon or scientific

theory. Materials needed to demonstrate a science concept are quite inadequate and not

readily available. One way of bridging that gap is providing computer simulations that

will show the science concept the teacher wants his students to visualize. That is why in

this lesson study, the goal was to develop enduring conceptual understanding of science

concepts through computer mediated activities. Through this study, a group of teachers

can think of ways of finding the most suitable application and teaching method for the

lesson.

By drafting an instructional plan that is aligned to the learning goal, we can

further explore our lesson study goal. Likewise, the plan should be implemented to check

if it will really meet the desired learning goal.

B. Narrative Overview of Background Information:

The classroom in Batangas State University Integrated School was not fully

equipped with the recent technology. Though computers are available for students, it isn’t

in one-is-to-one-ratio basis. Materials and equipment in the science laboratory were not

sufficient for the needs of the whole student population.

The students under study belong to fourth year level. They are 50 students: 19

boys and 31 girls. It is expected that they fully understand the basics of mechanics

(physics concepts) and mathematical skills needed for physics that they have learned

from their previous physics class. Also, it was seen that these students are more

motivated to learn if a wide variety of activities are employed to them. They also like

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activities in which they can freely express their ideas.

The instructor informed the observers to be aware that the group of students that

is being observed is quite wary when it comes to expressing themselves orally, but these

students do participate when motivated.

Since the observers will be dealing with mostly passive students, interactive

teaching techniques to gain more valuable responses are anticipated from the group.

Specifically, a pair activity will be used since concept development will depend on this

stage of the lesson. This pair activity is an experiment to be done through computer

simulation. The use of simulation can also lessen the prevalence of experimental errors

since the results will show the ideal scenario aided by computers.

The focus of the discussion is about Heat. This physics concept is important for it

serves as the leading topic to other areas of thermal physics and thermodynamics. The

lesson can also be used to explain basic science concept or phenomenon. Students may

have misconceptions on what kind of objects will heat and/or cool faster.

At the end of the lesson, the lesson study group expects students to be able to

identify what specific heat is and the factors that can affect the amount of heat released or

absorbed by a material. Students should also be able to solve problems related to the

physics concept.

Aside from the main goal - to develop enduring conceptual understanding of

science concepts through computer mediated activities – The group also like to attain

other goals articulated in the instructional plan.

II. Unit Information

A. Name of the unit: STATES OF MATTER - Thermal Energy and Temperature

B. Goal(s) of the unit:

In this unit, students will apply these theories to the study of the physical

properties of the states of matter.

Knowledge of the properties of these states of matter will allow students to better

understand the operation of mechanical devices such as car engines, the physiology of

their body, physical factors that affect the climate, the evolving structure of the earth and

other interesting properties of nature.

Temperature and heat are two different concepts but are related to each other.

Temperature is usually associated with heat. The difference between heat and

temperature is often confusing that it has been a source of misconceptions among

students, especially in the way the terms are used. For students to fully understand it, they

are expected to:

1. Trace the transformation of thermal energy to mechanical energy and other

forms of energy in heat engines

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2. Develop awareness in the significance of the knowledge of heat and

temperature in saving lives

C. How this unit is related to the curriculum:

Batangas State University Integrated School follows the curriculum: Technology-

Based Curriculum for the Engineering and Technical Education for Special Science High

School. This curriculum encompasses the domains provided by the Department of

Education for the subjects namely science and mathematics.

Specifically, the unit – States of Matter: Thermal Energy and Temperature is

aligned with the curriculum sharing common targets:

1. Realize the importance of physics in the development of technology.

2. Cite some important contributions of physics to industrialization and national and

global development.

3. Apply the laws and principles of physics in devising tools and making informed

decisions about health, social and environmental problems.

D. Instructional sequence for the unit:

SYLLABUS FOR SCIENCE IV-A

AY 2014-2015

COURSE INFORMATION

Course Code : SCIENCE IV A

Course Title : Physics II

Course Credit : 1.5 units

FIRST SEMESTER (JUNE-OCTOBER)

I. MECHANICS

A. Gravity and the Law of Universal Gravitation

B. Circular and Rotational Motion

C. Work and Power

D. Energy and Energy Conservation

II. STATES OF MATTER

A. Systems of Fluids and Solids

1. States of Matter

2. Density and Specific Gravity

3. Fluid Statics

4. Buoyancy and Archimedes’ Principle

5. Fluid Dynamics

6. Solid Distortion

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B. Thermal Energy and Temperature

1. Thermal Energy and its Sources

2. Temperature Scales

3. Heat Capacity and Specific Heat

a. Define specific heat.

b. Identify the factors that affect the amount of heat released or absorbed by

materials.

c. Solve word problems involving specific heat.

d. Identify the major effects of heat on objects.

4. Thermal Expansion

5. Phase Change

6. Law of Heat Exchange and Calorimetry

7. Heat Transfer

C. Thermodynamics

1. Heat and Work

2. Heat Engines

III. WAVE PHYSICS

A. Nature of Waves

B. Sound

C. Light

III. Lesson Information

A. Name of the study lesson: SPECIFIC HEAT CAPACITY

B. Goals of the study lesson:

Identify the factors that affect the amount of heat absorbed by a material through

virtual laboratory

Define specific heat capacity

Calculate precisely the amount of heat absorbed or released by a material using

the available data

Relate a material’s specific heat with its practical usage.

C. How this study lesson is related to the lesson study goal:

The lesson study goal was to develop enduring conceptual understanding of science

concepts through computer-mediated activities. This goal was seen through simulations, video

clip and game-based motivation.

As a motivation, the teacher will present a game (4 pics in a word) to unlock some

important vocabulary that will be used in the discussion. Through simulations, students will be

able to identify the factors that affect the amount of heat absorbed by a material. Also, using

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video clip, students will relate a material’s specific heat with its practical usage.

D. Process of the study lesson:

Steps of the lesson:

Learning Activities

and Key Questions

(and time allocation)

Student

Activities/expected

student reactions or

responses

Teacher’s response

to student reaction/

Things to remember

Goals and Methods

of Evaluation

How should this

lesson progress? How

much time should I

spend?

The lesson should

progress based on the

5E model of science

instruction aided with

computer technology.

The lesson is designed

to be taught in an

hour.

What do I expect of

my students? How

will they respond?

Students will actively

participate in the

activities designed for

the lesson. In

particular, they will

be developing science

concepts through a

virtual experiment to

be done on a

computer.

Is there anything

specific I want to

remember to do? Any

reminders for my

students?

Students shall be able

to realize the factors

that affect the amount

of heat absorbed or

released by a

material. They shall

be able to capture the

answers to this

question through

proper execution of

the virtual

experiment.

What should I look

for to know that my

goal/s have been

achieved?

Through the write-ups

of my students, I may

know if they were able

to answer the

essential question for

the lesson. They shall

also be able to solve

problems involving

specific heat capacity.

How will I motivate

my students? How

will I determine that

my students are

motivated?

Students will be

motivated through a

simple guessing game

(4 Pics 1 Word). They

are motivated if their

participation in the

discussion is at most.

How will I use the What do I expect my Does my blackboard

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blackboard in this

lesson? What do I

expect my students to

record in their notes?

The blackboard will

be used in presenting

the major concepts

related to the lesson.

Solutions to sample

problems involving

specific heat will also

be written on the

board. Students are

expected to take down

essential notes related

to the lesson. In

particular, they will

write their exercises

on their notebooks.

students to record in

their notes?

Students are expected

to take down essential

notes related to the

lesson. In particular,

they will write their

exercises on their

notebooks.

provide a good

summary of this

lesson?

Salient points of the

lesson will be

projected through a

projector.

How will I present the

activity/problem in

this lesson?

The virtual

experiment will be

presented in class.

The teacher will

explain the mechanics

of the activity.

What activity will

students work on?

Students will work on

a virtual experiment.

The goal of the

activity is for students

to identify the factors

that affect the amount

of heat absorbed or

released by a

material.

What specifically will

I be doing during the

activity/group work?

During the activity,

the teacher will go

around and determine

if students are

working on the said

experiment.

Furthermore, the

teacher shall act as a

support in case

students find trouble

while doing the

activity. After the

activity, the class will

discuss the guiding

questions that will

lead to the essential

What will I be looking

for?

The teacher will

determine if students

were able to construct

relationships based

from the results of the

activity (if students

were able to identify

the factors that may

affect the amount of

heat absorbed or

released by a

material).

Should I use group

work? What size

groups should I use?

What rules or

directions should the

groups be given?

Students will be

working in pairs for

this activity. One

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computer unit is

assigned for a pair.

The teacher will give

a small sheet of paper

containing the URL of

the virtual

experiment. Likewise,

activity sheets will

also be handed to

each pair.

topics/lessons for the

day.

What 3 or 4

processing questions

will I use to move the

lesson along?

1. What happened to

the temperature of

the blocks of wood

after being heated?

2. In Set A, did both

blocks have the

same temperature

after being heated?

What could be the

reason behind your

observation?

3. Describe your

findings in Set B.

4. What could be the

reason behind your

observation?

5. What factors affect

the amount of heat

absorbed or

released by a

material?

How do I expect my

students to respond?

The temperature rose

after the blocks of

wood were heated.

No, they did not have

the same temperature

after heating. They

have different mass.

Not all blocks have

the same temperature

after being heated.

Though they have the

same mass, they were

made of different

materials.

The factors that affect

the amount of heat

absorbed or released

by an object are its

mass and its nature.

What summary will I

use?

The teacher will

explain that not all

objects have the same

rate of absorbing or

releasing heat. These

can be affected by the

mass of the object and

its nature. Hence, the

rate by which

materials absorb or

release heat is called

specific heat capacity

or simply specific

heat.

What should they

know before I

continue?

Students should be

knowledgeable about

the difference between

heat and temperature.

They should also be

able to perform basic

conversion of heat

and temperature

quantities.

What new vocabulary

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will be introduced?

How will I introduce

it?

Specific heat is the

new vocabulary to be

introduced. It will be

introduced based on

the results of the

activity.

What materials and/or

visuals will I need?

Make a list.

A slide presentation

on specific heat

A video presentation

to be downloaded

from YouTube (the

water balloon

experiment)

The virtual

experiment which can

be done online

How will I make the

materials available to

my students if they

are intended for their

use?

Since the class has a

Facebook page, the

file can just be

uploaded and then

students will

download it for future

reference.

What are ways my

students might use

these materials?

For viewing purposes.

To generate ideas

through an

experiment.

What did I learn about

student

understanding/

thinking from the use

of these materials?

In the use of a virtual

experiment, students

were able to

articulate the desired

scientific principle to

be learned since the

experiment is free

from errors due to

erroneous

measurements and

uncertainties.

How can I develop the

lesson to alleviate or

minimize them?

What misconceptions

might students have?

How should I respond

to each potential

misconception?

How do I know that

there are no more

misconceptions?

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The misconception

maybe is on which

objects cool or heat

first – the one with

lower or higher

specific heat capacity.

There shall be follow-

up conceptual

questions before

going to a more

complex topic in the

lesson.

When students are

able to answer the

questions

independently. A

separate test

containing open-

ended questions may

be administered to

students.

What teaching pitfalls

do I need to watch out

for? What should I be

looking for?

On the presentation of

practical examples

and situations where

specific heat is

involved.

How will I conclude

the lesson?

The lesson will be

concluded with

students’

generalizations and a

video on the water

balloon experiment.

What should students

know at the end of

this lesson? How will

I know that they know

it?

1. Identify the

factors that affect

the amount of heat

absorbed by a

material through

virtual laboratory.

2. Define specific

heat.

3. Calculate

precisely the

amount of heat

absorbed or

released by a

material using

available data.

4. Relate a

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material’s specific

heat with its

practical usage.

Through a short test

or generalizations

that will be delivered

in class orally.

E. Evaluation

The success of this study is seen based on the students’ performance and outputs

on the topic tackled. A way of determining if students understood the concepts taught in

this lesson is through the responses that they will deliberate after doing the pair activity.

Moreover, it can also be gauged through their participation in the discussion of results. It

can also be demonstrated through formative assessment like problem solving activities.

This also should be followed with an appropriate homework that would give a

particular scenario and students will think of the reason behind such situation through

conceptual reasoning. Solving problem sets on specific heat would also do.

Students’ essential understanding on the topics through the responses written on

the activity sheet is enough evidence to gain full achievement of the study. However,

there are limitations. One of which is on the selection of appropriate technology to be

incorporated in presenting the lesson as well as proper assessment tasks to be employed

on students to determine if learning took place.

Observers’ Feedback:

For the instructor:

- Sir Joni is good at raising probing questions which are really needed since his students

are quite passive.

- Sir Joni’s way of relating the science concepts with real-life scenario is really useful for

the full understanding of the lesson. His way of explaining the “why’s” are equally

valuable as his way of explaining the “what’s”

- Sir Joni can further make the lesson livelier if he would allow the students to do the board

works and let the students come up with the formula by themselves. He would then

process the formula they came about afterwards and see if they are right.

- He could also ask for student’s real-life experience, observation, or questions about the

topic on HEAT (absorption, transfer, or release) for example how Air conditioner works,

etc.

For the teaching techniques/materials:

- It is good that he used simulation to teach Heat since there was insufficient materials

available.

- Pair work is effective in sharing of ideas and still allow individual processing of the

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lesson guided by the activity sheets.

- Letting the students see a video on water balloon raised the curiosity of the students

regarding the lesson

F. Appendix

Appendix 1

INSTRUCTIONAL PLAN FOR LESSON STUDY

Science IV A (Physics II)

I. Learning Objectives

At the end of the sixty-minute session, students shall be able to

1. Identify the factors that affect the amount of heat absorbed by a material through virtual

laboratory.

2. Define specific heat.

3. Calculate precisely the amount of heat absorbed or released by a material using available data.

4. Relate a material’s specific heat with its practical usage.

II. Subject Matter

A. Topic: Specific Heat Capacity

B. Materials: LCD projector, computer units, chalkboard, activity sheets, calculator

C. References

PHYSICS (You and the Natural World Series) by Navaza and Valdes

Physics: Principles and Applications by Douglas Giancoli

Specific Heat Capacity Simulation Retrieved from:

http://employees.oneonta.edu/viningwj/sims/specific_heat_s.html

The Physics Classroom Website

D. Values Concept

Cooperation with groupmates, health awareness

III. Teaching Methodology

A. PREPARATORY ACTIVITIES (prayer, greetings, etc.)

B. ENGAGE (4 Pics 1 Word Challenge)

Using a slide presentation, the teacher will show a set of illustrations that depict one

major word. The words are related to the lesson discussed in the previous session. Answering the

riddle will be done by calling a student who wants to answer. These are the words to be guessed.

1. TEMPERATURE

2. HEAT

3. CALORIE

After a student answers the puzzle, the teacher will ask a student to tell something about

the word being guessed. This serves as the review of concepts learned from the previous lesson.


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C. EXPLORE

Students will perform a virtual experiment entitled Specific Heat Capacity. They will be

working in pairs. Each pair will be handed an activity sheet that will serve as guide in performing

the virtual experiment. The site to be used is:


Before letting students perform the experiment, the teacher shall explain the procedure of

the experiment. Students will be asked to complete the data in the answer sheet and discuss

among themselves if a trend is observed from the results. Guide questions shall be the basis in

discussing the results.

1. What happened to the temperature of the specimen when you applied heat?

2. Was there a difference when you heated the same sample at different masses?

Explain.

3. Did all samples reach the same temperature after same amount of heat was applied on

them?

4. What do your results imply about a material’s ability to absorb or release heat?

D. EXPLAIN

The teacher will synthesize students’ answers from the performed experiment. This will be used

in discussing specific heat capacity in class.

Specific Heat Capacity (c)

The amount of heat needed by a material to raise the temperature of a mass of substance

at a certain temperature interval

The rate by which materials absorb or release heat

Is expressed by following equation:

Can be expressed in cal/gC°, kcal/kgC°, J/kgC°, BTU/lbF°

The teacher will also show a table of values for specific heat of different materials. It will also be

explained to the students that specific heat is dependent on the nature of the material. The teacher

shall also present the equation used in calculating the amount of heat absorbed by a material:

Sample word problems on specific heat capacity will be discussed to students.

E. EXTEND

Show a video on the water balloon experiment. The teacher will ask students why the balloon

didn’t pop. Relate this with how specific heat relates to the specific use of a material. Integrate

the idea that water has high specific heat capacity which makes it a very efficient coolant.

F. EVALUATE

Students will be asked to solve two word problems on specific heat capacity.


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Appendix 2:

Virtual Experiment: HEAT ME!

Objective: Identify the factors that affect the amount of heat absorbed or released by a material.

Procedure

Set A

1. Set the flame duration to 5 seconds.

2. Heat 5.0 g of wood by pressing the button HEAT. Each sample will be applied the same amount

of heat.

3. Record the temperature of the block of wood after 5 seconds.

4. Adjust the mass of the wood to 10 g. Then repeat step 2.

5. Record the temperature of the block of wood after 5 seconds.

6. Write the data you have gathered on the following table.

Mass of Wood (g) Initial Temperature

of the Block (Ti)

Final Temperature

of the Block (Tf)

5

10

Set B

1. Heat 5 g of the following samples in the virtual laboratory: wood, copper, glass, silver, sodium,

water. Each sample will be applied the same amount of heat.

2. Record the temperature of each sample after 5 seconds.

3. Write the data you have gathered on the following table.

Sample Initial Temperature

of the Block (Ti)

Final Temperature

of the Block (Tf)

Wood

Copper

Glass

Silver

Sodium

Water

Guide Questions

1. What happened to the temperature of the blocks of wood after being heated?

______________________________________________________________________________

______________________________________________________________

2. In Set A, did both blocks have the same temperature after being heated? What could be the reason

behind your observation?

______________________________________________________________________________

______________________________________________________________

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3. Describe your findings in Set B.

______________________________________________________________________________

______________________________________________________________

4. What could be the reason behind your observation?

______________________________________________________________________________

______________________________________________________________

5. What factors affect the amount of heat absorbed or released by a material?

______________________________________________________________________________

______________________________________________________________

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Appendix 3:

Motivational Activity - 4 Pics 1 Word Challenge

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Appendix 4:

Synthesis and Calculations – Specific Heat Capacity

Lesson Study

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